+

A performance assessment for teacher candidates

January 20, 2017

+Overview

Why edTPA for Wisconsin?

Where does edTPA come from?

What does edTPA look like?

What does edTPA mean for our schools and classrooms?

What does edTPA mean for us?

+edTPAWas created by Stanford University with

input from teachers and teacher educators

Supports candidate learning and preparation, program growth and renewal

Is a measure of readiness to teach

Is based on NBPT Standards

Informs program completion and licensure decisions

Is supported by AACTE

+Wisconsin DPI

Introduction to edTPA

State Superintendent Tony Evers

http://www.youtube.com/watch?v=lD4KuGIHwo4

+Timeline

Spring 2014-2015All UWSP teacher candidates pilot edTPA with

Local Evaluation, pilot sample to Pearson

2015-2016All teacher candidates statewide complete

edTPA and submit to Pearson Wisconsin standard setting year

2016-2017Passing score required for teaching

certification and licensure

+edTPA

Is grounded in demonstrating practices and focuses on student learning

Aligns with INTASC Standards

Aligns with the Framework for Teaching

Prepares candidates for expectations of Educator Effectiveness

Complementary to the PDP process

+Architecture of the edTPA

+Task #1: Planning for Instruction &

AssessmentArtifacts include: Context for Learning,

Lesson Plans, Instructional Materials, Assessments, Commentary Planning for Learning Planning to Support Varied Student Learning

NeedsUsing Knowledge of Students to Inform

Teaching & Learning Identifying & Supporting Language Demands Planning Assessments to Monitor & Support

Student Learning

+Task #2: Instructing & Engaging

Students in Learning

Artifacts Include: Video Clip(s), Commentary Learning Environments Engaging Students in Learning Deepening Student Learning Subject-Specific Pedagogy Analyzing Teaching Effectiveness

+ Task #3: Assessing Student Learning

Artifacts include: Student Work Samples, Evidence of Feedback, Evaluation Criteria, Commentary Analysis of Student Learning Providing Feedback to Guide Further

Learning Student Use of Feedback Analyzing Students’ Language Use and

Literacy Using Assessment to Inform instruction

+Architecture of the edTPA

+Task #1: Planning for Instruction &

Assessment

Artifacts include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary

Let’s begin with the Professional Ed Program Lesson Plan Framework (see handout)

+UWSP

Professional Education ProgramLesson Plan Framework

Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and questions will help you consider aspects to address as you prepare your plan.

Be sure to keep in mind the Gradual Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner independent practice.

+First: General Information

No identifying information in your edTPA SchoolCommunity State Personal

Note: This applies throughout your edTPA

+Then: Contextual InformationType of school

List any special features of your school or classroom setting

Describe any district, school, or cooperating teacher expectations that might affect your planning or delivery of instruction

+Contextual Information cont…Also address the following points related

to learners:

The students in the class

Explain required or needed supports, accommodations or modifications for your learners that will affect your instruction in this learning segment.*All classes have students with unique learning needs

Include the variety of learners in your classroom

+Next: The LessonCentral Focus

Essential Questions

Connections with Academic of Common Core Standards

Objectives

Consider assessments (formative and two or more per lesson)

Academic Language (see handout)

Prior Knowledge and Misconceptions

+Lesson Procedure

Note: Be sure to work with the guiding questions/prompts in the Lesson Plan Framework which will help in describing your procedures.

You will see similar prompts for writing your commentary.

Be very specific and include all steps for your lesson.

Be sure everything relates back to your objectives and enduring understandings.

Be sure to address varied learning needs.

+Planning Commentary: Task 1 This section will describe your rationale for your

lesson – what you are thinking about and basing your decisions on.

Feel free to integrate background and theoretical foundations you have learned from your course of study – including your Foundations and Methods courses.

Work with Commentary Prompts in your edTPA templates as you write your commentary. Provide concrete examples from your lesson plans to support your discussion and provide explicit connections with sources and content from your study.

+Now… Let’s take a look

Context For LearningSee the page in the back of your

handbookTalk with your neighbor about the various

aspects of the context

+School District Demographics

WiseDash Public Portal

http://wisedash.dpi.wi.gov/Dashboard/portalHome.jsp Enrollment: Single Year

Group by: Disability Status, Economic Status, ELL Status, Migrant Status, Race/ethnicity

If you are in a small rural district, use the whole district without using the name of the community in your writing.

If you are in a larger district with more than one elementary school, use the specific school’s data with out using the school or community name in your writing.

+Variety of Learners

+Task 1 Planning

In groups of two or three take some time now to look through your edTPA Handbook section for Task 1.

“Task 1: Planning for Instruction and Assessment”

Notice the guidelines for creating the lesson plans and for writing the commentary.

Focus on these sections first –and next rubrics 1-5.

+What did you notice?

“Describe what you know about your students with respect to the central focus?” (prior knowledge, misconceptions)

How many lessons?

How many pages per lesson?

How many additional pages of instructional materials per lesson?

How many pages for your Planning Commentary?

Notable differences in rubrics 1-5 (Understanding Rubric Level Progressions).

+An Example

A sample of lesson plans and commentary designed for each handbook will be available on the edTPA D2L site.

Non-Original Material WarningSee policy on D2L site

+Architecture of the edTPA

+Task #2: Instructing & Engaging

Students in Learning

Obtain permission for video recording (UW-System permission forms).

Examine your plans for the learning segment & identify tasks where you and your students are actively engaged.

Remember - video clips must include specified aspects in your edTPA Handbook. Read through tips for video recording.

+Task #2: Instructing & Engaging Students in Learning - Commentary

Explains which lesson(s) is included

Demonstrates promoting a positive learning environment

Engaged student learning

Deepens student learning during instruction

Analyzes your teaching (with reference to your clips)

+Task #2: Instructing & Engaging

Students in Learning

NOW let’s take a look at your edTPA Handbooks

In groups of two or three - read through Task 2 guidelines in your handbook and see what you notice and what is expected.

Also take a look at the rubrics for Task 2.

+

What did you notice? How many video segments?

Length of each segment?

Expectations of the video segment?

What additional documents/artifacts are allowed?

How many pages of Task 2- Instruction Commentary?

Notable differences in rubrics 6-10 (Understanding Rubric Level Progressions).

+Essential Considerations

Regarding Opt Out Students

Teacher Candidates must make every effort to respect the Parents’ requests to not record their child.

Use Blurring of Faces as a last option only when a child who has opted out is mistakenly caught on video.

We want schools and parents to know that UWSP will follow their wishes and respect their rights.

+Stevens Point Area School District

Student Teachers

Take note of special requirements for video recording in the Stevens Point area schools. Permission FormsParent LetterRecording EquipmentVideo Storage

+ Video Recording

Requirements:

1. Digital video camera

2. Tripod/Swivl Device

3. Other recording devices

4. Device mounts

5. Audio devices

We have some of these and you can sign them out to use them.

+Video Recording Tips

Record early and record often

Use a tripod with a camera person or…

Use a Swivl camera base with microphone lanyard Apple Phones, ipads, ipods, etc.

Sound quality is more important than video quality

Continuous unedited video (any stop or start is an edit)

Review your video, add subtitles or transcribe and reference the inaudible responses according to time stamp

Take pictures of lesson materials difficult to see in the video

+Pearson Video Specification

● File Size○ Maximum - 500 Mb○ Recommended - 200-300 Mb○ Email setting - 11 Mb/min of video (20 min = 220Mb) * ○ Recommended setting - 72 Mb/min of video (20 min =

1440Mb)● Resolution

○ 320 x 240○ 640 x 480○ HD - file size too large ( not recommended)

● Frame Rotation○ Landscape aspect ratio 16:9○ Portrait aspect ratio 4:3

● Frame Rate - 25 or 30 fps ( default)

+ Import Video to MovieMaker

Click here to start a New Project

Click here to Add video clip to timeline( Browse media to access clip)

Click here to Import video from device

(Your device must be connected)

+Trim Video - Movie Maker

1. Add video clip to timeline2. Click Edit3. Click Trim Tool4. Sliders appear below Preview

window5. Use sliders to select portion

to trim6. Click Trim Tool7. Trim Window appears8. Use Set Start/End Point for

frame precision9. Click Save trim10.Only the trim remains on

timeline11.Click Save movie

+Save Video

● Click here in MM

● Point cursor to Save movie

● Select Email option (why - class discussion)

● Name your video file - note the file format (.H264)

+ Video Compression What if video file size is too large?

1. Verify video file size

2. Over the limit - compress video

3. Use Free Any Video Converter -Pearson recommendation

4. Or use Handbrake

● Both video tools needs to be installed in your computer

(Not sure if administrative privileges will allow you install them in Lab PC’s)

+

1. Add or Drag video clip to be compressed

2. Click Customized WMV Movie

3. Select movie output file format (mp4)

4. Click Convert Now

5. Go Explorer - Libraries -Video - AVC folder to get compressed video clip

Video Compression

+Video Compression - Handbrake

1. Click to Source to add video clip

2. Browse to select video destination

3. Select Output setting

4. Select Video codec - H.264

5. Select Constant Frame

6. Select Normal preset

7. Click Start button

● Leave every other setting as is or● go to link for extensive tutorials

+ No Video Consent – What to do

Seat students out of camera view using an

angled view point of the classroom.

Voices are not considered identifying

information.

+Mechanics

Chalk & Wire is the UWSP platform used to store, edit, complete, and submit your edTPA Portfolio

Evaluation, scoring, and delivery of results to candidates and programs is conducted by Pearson

+www.chalkandwire.com/uwspGetting Started with Chalk and Wire One Year Subscription begins at first log in Refer to the Timeline for Completion of the edTPA

First Time Log in

Creating your first edTPA Portfolio

Navigation through the Table of Contents

Uploading Files

+Chalk & Wire

Log in Page Username: UWSP email

Password: pointers

You will be prompted to change your password on your first log in.

Dashboard

Choose Work from the left hand menu

Choose My Coursework

Choose Create New Portfolio (Do not use your name in the title) Choose your Table of Contents from the Drop Down

+Chalk and Wire

Right click : Edit Portfolio

Select Task 2: Video

Choose: Add Content

Upload File (Drag and Drop)

Table of Contents file item will turn from red to green when the appropriate file has been added to your edTPA.

+Architecture of the edTPA

+In General

edTPA has three tasks: planning, instruction and assessment

Guidelines for these tasks are designed specifically for each program area and will vary across areas

Become familiar with the guidelines for your specific handbook

+In Conclusion and In General cont.

Begin thinking about which lesson you want to write up, video record and show your assessments.

Talk with your Cooperating Teachers about the edTPA. Let them know what you will need to do. Proceed with securing permission to video record your teaching in the classroom.

+To Do

Please read, sign and initial each section, and date the edTPA Video Recording and Resource Requirements for Wisconsin Teacher Candidates (in your folder) and leave with us.

Please sign and date the Permission to Share My edTPA

+Resources for Assistance

with edTPA

UWSP School of Education-edTPA http://www.uwsp.edu/education/Pages/edtpa.aspxWisconsin Department of Public

Instructionhttp://tepdl.dpi.wi.gov/epp/edtpaChalk & Wire www.chalkandwire.com/uwsp

+Campus Contacts for Support

with edTPA

Cathleen Olds, Director of Field Experience, UWSP

colds@uwsp.eduD2L: ONGOING SOE Education

Teacher Perfomance Assessment(edTPA)Leslie McClainProfessor, School of Education, UWSPlmcclain@uwsp.edu

+Next Support Session

Friday, February 17, 20179:00 – 4:00

ECE, ELIT, SPED (Yellow Folders)***

Friday, February 24, 20179:00-4:00

MATH, PA, WL, HSS, SCI, ELA, FCS, PE (Purple Folders)